Secondary Mathematics I
Educational Links
Strand: FUNCTIONS  Interpreting Linear and Exponential Functions (F.IF)
Understand the concept of a linear or exponential function and use function notation. Recognize arithmetic and geometric sequences as examples of linear and exponential functions
(Standards F.IF.1–3). Interpret linear or exponential functions that arise in applications in terms of a context
(Standards F.IF.4–6). Analyze linear or exponential functions using different representations
(Standards F.IF.7, 9).
Standard F.IF.1
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

Derivate
Students may use the applet in this lesson to graph a function and a tangent line and view its equation.

Do two points always determine a linear function?
This problem allows the student to think geometrically about lines and then relate this geometry to linear functions. Or the student can work algebraically with equations in order to find the explicit equation of the line through two points (when that line is not vertical).

Domain and Range
This collection of resources to teach graphing equations in slope intercept form includes warmup exercises, a video presentation explaining the topic, practice exercises, worked examples, practice problems, and a review.

Domains
The purpose of this task to help students think about an expression for a function as built up out of simple operations on the variable, and understand the domain in terms of values for which each operation is invalid (e.g., dividing by zero or taking the square root of a negative number).

Finding the domain
The purpose of this task is to introduce the idea of the domain of a function by linking it to the evaluation of an expression defining the function.

Function Flyer
The applet on this site allows the students to manipulate the graph of a function by changing the value of exponents, coefficients and constants.

FUNCTIONS  Interpreting Linear and Exponential Functions (F.IF)  Sec Math I Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I Interpreting Linear and Exponential Functions (F.IF).

Interpreting the Graph
Students will use the graph (for example, by marking specific points) to illustrate the statements in (a) and (d). If possible, label the coordinates of any points you draw.

Introduction to the Materials (Math 1)
Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.

Linear Functions
The applet in this lesson allows students to manipulate variables and see the changes in the graphed line.

Module 3: Features of Functions  Student Edition (Math 1)
The Mathematics Vision Project, Secondary Math One Module 3, Features of Functions, is the culminating functions module in Secondary Math I. In this module, students broaden their thinking about functions to relationships that are not either linear or exponential.

Module 3: Features of Functions  Teacher Notes (Math 1)
The Mathematics Vision Project, Secondary Math One Module 3 Teacher Notes, Features of Functions, is the culminating functions module in Secondary Math I. In this module, students broaden their thinking about functions to relationships that are not either linear or exponential.

Points on a Graph
This task is designed to get at a common student confusion between the independent and dependent variables. This confusion often arises in situations like (b), where students are asked to solve an equation involving a function, and confuse that operation with evaluating the function.

Representing Functions and Relations
This collection of resources to teach graphing equations in slope intercept form includes warmup exercises, a video presentation explaining the topic, practice exercises, worked examples, practice problems, and a review.

Representing Functions and Relations video
Explains how algebra can be used to describe, represent and predict relations.

Sequencer
By using this applet students are able to create sequences by changing the values of starting numbers, multipliers, and addons.

The Customers
The purpose of this task is to introduce or reinforce the concept of a function, especially in a context where the function is not given by an explicit algebraic representation. Further, the last part of the task emphasizes the significance of one variable being a function of another variable in an immediately relevant reallife context. Instructors might prepare themselves for variations on the problems that the students might wander into (e.g., whether one person could have two home phone numbers) and how such variants affect the correct responses.

The Parking Lot
The purpose of this task is to investigate the meaning of the definition of function in a realworld context where the question of whether there is more than one output for a given input arises naturally. In more advanced courses this task could be used to investigate the question of whether a function has an inverse.

Using Function Notation I
This task deals with a student error that may occur while students are completing FIF Average Cost.

Vertical Line Test
This interactive applet asks the student to connect points on a plane in order to build a function and then test it to see if it's valid.

Your Father
This is a simple task touching on two key points of functions. First, there is the idea that not all functions have real numbers as domain and range values. Second, the task addresses the issue of when a function admits an inverse, and the process of "restricting the domain" in order to achieve an invertible function.
http://www.uen.org  in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE
Specialist 
Lindsey
Henderson
and see the Mathematics  Secondary website. For
general questions about Utah's Core Standards contact the Director

Jennifer
Throndsen.
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